Transcript
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9TH INAUGURAL LECTURE
EDUCATIONAL ADMINISTRATION AND THE QUALITY OF PRODUCTS
OF THE SCHOOL SYSTEM
REV. PROFESSOR NORAH ONYERO OMOREGIE
BENSON IDAHOSA UNIVERSITY
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REV. PROFESSOR NORAH OMOREGIE
© Norah Onyero Omoregie
All rights reserved
No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without the prior permission of the author
ISBN ____ _________ _______
First published
December, 2019
By
Benson Idahosa University Press
Above Only
Ugbor Road, G.R.A, BENIN CITY.
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EDUCATION ADMINISTRATION AND THE QUALITY OF THE
PRODUCTS OF THE SCHOOL SYSTEM
CONTENTS
1. Dedication
2. Acknowledgement
3. Prologue – why I am a teacher
4. Introduction
5. Concept of education in Nigeria
i. The secondary school system
ii. Universities in Nigeria and National Development
6. Educational Administration and the three pillars of educational administration
and their roles
• The governments
• The school mangers
• The classroom managers
7. The quality of the products of the school system.
8. Recommendations
9. References
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DEDICATION
This inaugural lecture is dedicated:
To my late father (Matthias Ekugum, Okoh) a Pastor and a teacher who made up his
mind to train his daughters inspite of the heavy criticisms of his relations. According
to him, a hunter that had no sufficient male dogs hunts with female dogs also. He
had us 2 boys and 6 girls.
To my late mother (Rubby Okoh), who kept singing the song of teaching
profession as the best profession even when we saw her as just making noise. She
said: "It is only a teacher that eats and remembers to train the children."
To my late husband (Rev. Francis Osas Omoregie, who went to Post graduate
school UNIBEN to collect Ph.D Admission Form, and filled it, even when I refused to
further my education after my Masters. I only appended my signature after much
pleading and petting. According to him, "This your brain is not just for Masters."
To my only 2 surviving siblings Bar. Professor (Mrs.) Bridget Innegbeboh of
the University of Samuel Adegboyegah and Evangelist (Mrs.) Stella Osagha, Deputy
Director Word of Faith group of Schools Ekenwan, Benin City, for their
encouragement.
To my lovely children and their spouses:
(i) Rev. Dr. Emmanuel &Deaconess Pat Omoregie
(ii) Rev. Joshua and Sandra Omoregie
(iii) Prophetess Deborah and Pastor Daminola Oluyemi
(iv) Rev. Engr. Daniel & Blessing Omoregie
(v) Rev. Engr. Queen Esther & Pastor Osas Bello
(vi) Mr. Ezra Omoregie
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And finally to my lovely Grand children:
MitchelIvie Emma - Omoregie
MeredetEloghosa Emma - Omoregie
Matthew Ezekiel Emma - Omoregie
Mehitabel Norah Emma - Omoregie
Tehilah Deborah Joshua - Omoregie
Yadah Daniel Joshua- Omoregie
Todah Norah Joshua- Omoregie
Francis DaminolaOluyemi
The thought of you children and Jesus in me keep my life aflame every day.
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ACKNOWLEDGEMENT
First and foremost, I want to acknowledge God for His great grace upon my
life. He has made my life a wonder to many. He endowed me spiritually,
academically, socially, and with beautiful children. That is why the meaning of my
middle name ONYERO, means much "who thought of all these"? or "Who
expected" Jehovah, I have made up my mind to follow You and magnify your name
with all you endowed me with. I love you JESUS and will teach all I come across to
follow You.
I want to acknowledge those my lecturers in Faculty of Education, University
of Benin who told me I was in the right place and made Education sweet to me. My
First Dean, Professor N.A. Nwagwu. Others were Professor E. Arubaye, Late
Professor E. Ehiametalor, and my thesis Supervisors, Late Professor J. Eghenta and
Vulnerable Professor Nwadiani. I determined in my heart that when I grow up I will
be like all of you and that is who I am today. I am supervising the way you
supervised me, giving my students dead-lines to do their submissions and with this
method, my undergraduate and post graduate supervisions are done with ease. I am
humorous and kind to my students because I learnt it from you my lecturers. I want
to acknowledge Professor Eghosa Osagie, the first Vice-Chancellor I met in Benson
Idahosa University, who saw gifts in me and made me a trail-blezzer to many units,
from where I got the inspiration and impetus for my researches: I was the first
Academic Director of the University which I held for 7 years, the first GST Co-
ordinator which I held for 6 years, the first Internal Quality assurance Co-ordinator,
a position I also held for 6 years.
I want to acknowledge Professor Earnest Izevbigie, who allowed my papers
to be sent out and I became the third female Professor in the University under his
reign.
What shall I say about my Spiritual mentor, my own Mummy, Her Lordship
Rt. Rev. Margaret Benson Idahosa, the ArchBishop of Church of God Mission
International Inco-operated who exposed me spiritually through Christian Women
Fellowship International as National Programme Director for 4 years, National Vice
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President for 4 years and a Board member, Spiritual and Academics for another 4
years. These positions made me travel to all nook and cranny of Nigeria with the
Gospel of Christ teaching the Women folk that God is not angry with women but
needed them in His kingdom. Today, I am a National Presbyter in the Mission.
Mama, God will reward you for what you made my life to be. Up CWFI! Up
CGMi!!
I must appreciate my amiable President FEB Idahosa and the first Lady of the
University, Rev. Laurie Idahosa for granting me a niche in BIU to display what God
deposited in me.
I want to appreciate my current VC, Professor Sam Guobadia for making
today’s occasion a reality. I will not fail to acknowledge my Deans past and present,
Professor Innocent Umejeson my past Dean and Professor Mark Ighile my present
Dean, and my colleagues in the Faculty of Arts and Education including the noble
students of the Faculty God Bless and reward you all for standing by me. Amen.
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PROLOGUE
WHY I AM A TEACHER
In 1972, while I was preparing for entrance examination into the university,
(there was no JAMB then) I had two days divine encounter with the Lord. It was
exactly 19th and 20th September that year. I would always read till 11.p.m and start
my midnight prayers. On the first day, I was shown a picture of the rapture and
many of the people who were members of the church were not raptured. I
recognized many of them who were in my church where my father was the pastor.
When the whole vision was over, I looked at the wall clock and it was exactly
1.30a.m.
The following morning, there was a loud voice saying I should not take
lightly, what happened to me last night. I knelt down and asked God to make the
vision clear to me. In the evening that day again, i read till 11.pm and started
praying. I finished and was trying to lie down when suddenly i heard voices singing
a song:
“Jesus conquered the world
and gave us victory,
victory, victory, Halleluiah!”.
It was like the voice of many waters as the Bible would say, coming as if it
were a hole from the wall near my head side. I checked and found I was not in a
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dream. Then, I was forced to ask a question “Is that the voice of God or the
devil?”. A very stern voice replied by asking me a question. “Can Satan tell you
that God conquered him and gave you victory?”. Then i was forced to be calm
and covered myself with the blanket.
The voice said He had come again as i requested. He revealed answers to issues
bothering me that i have discussed with God in prayers before then and added that
He was going to use me to teach end time mysteries if i did not fail Him as many
daughters in the past had failed Him. He ended by telling me maranathan and again
it was 1.30a.m. That is why I am a teacher both in the church and in the school. I am
so glad 1am fulfilling a divine call from God as a teacher. My father had wanted me
to read medicine by all means since biology was my best subject but with ease, he
succumbed to my reading education biology. I teach because God destined
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EDUCATIONAL ADMINISTRATION AND THE QUALITY OF THE
PRODUCTS OF THE SCHOOL SYSTEM
The Chancellor
The President
The Vice Chancellor
Principal Officers Present
Deans of Faculties and Directors
Heads of departments
Professors and colleagues
Honourable students of BIU
My Lords, Spiritual and Temporal
CWFI (Christian Women Fellowship International)
Eminent Guests
Gentlemen of the Press
Distinguished Ladies and Gentlemen
I join the Vice Chancellor to welcome you all to
this great occasion.
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Introduction
Mr. Vice-Chancellor Sir, I consider it a great privilege to be given the
opportunity to deliver this inaugural lecture. I am indeed very grateful. This is
the 9th inaugural lecture in the series but it is outstanding because it’s the
second from the female folks and first from Education. I want to recognize
and appreciate my predecessors who went before me and said “It is do-able”.
Their names and topics of their lectures are listed in this work after the
references.
My Vice-Chancellor Sir, I choose this topic because education and her
products are the only answers to Nigerian National Development. If Nigeria is
going to be stable socially, economically and politically, education and its
administration must be scrutinized and be adjusted to deliver quality products
who will bring the desired national development. It is only then Nigeria will
provide a qualitative life for her citizens and the people will then love to stay
here and contribute their potentials to further the development of the nation
(Omoregie, 2017) Mass exodus to other nations for the past twenty years has
been on the increase inspite of all the government is doing to stop it, to
repatriate them and to get them established. Many have died in the sea and
the deserts. Nigeria has been struggling to gain stability inspite of increase in
graduate turn out in all fields of study. This inaugural lecture says the solution
is in the Educational Administration of the Nation and the Quality of her
products.
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Concept of Education in Nigeria
Education in every nation is the key agenda to national development. Its
major role is in the preparation of the work force needed in every segment for
the development of the nation. This is because it is the educational system that
is needed for the production of quantitative and qualitative human resources
required for the economic growth of the nation. Due to the importance of
Education, the Federal government of Nigeria indicated that education is to be
used as an instrument “per excellence” for effecting national development
(FRN 2004). According to Hussein (2004), Education is conceived as a
powerful agency which is instrumental in bringing about the desired changes
in the social and cultural life of a nation. The whole process of education is
molded by its administration to influence the quality of the products.
The Educational system in Nigeria is organized hitherto under the
primary, the secondary and the tertiary with laudable aims. According to the
Federal Republic of Nigeria (FRN 2004). The aims of education in Nigeria
are:
Primary Education
(i) To inculcate permanent literacy and numeracy, and ability to
communicate effectively
(ii) Lay a sound basis for scientific and reflective thinking;
(iii) Give citizenship education as a basis for effective participation in and
contribution to the life of the society.
(iv) Mould the character and develop sound attitude and morals in the child;
(v) Develop in the child the ability to adapt to the child’s changing
environment
(vi) Give the child opportunities for developing manipulative-skills
(vii) Provide the child with basic tools for further educational advancement.
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Secondary Education:
i. Provide all primary school leavers with the opportunity for education of
a higher level, irrespective of sex, social status, religious or ethnic
background.
ii. Offer diversified curriculum to cater for the differences in talents,
opportunities and future roles;
iii. Provide trained manpower in the applied science, technology and
commerce at sub-professional grades.
iv. Develop and promote Nigerian languages, art and culture.
v. Inspire students with a desire for self-improvement and achievement of
excellence.
vi. Foster national Unity
vii. Raise a generation of people who can think for themselves, respect the
views and feelings of others, respect the dignity of labour.
viii. Provide technical knowledge and vocational skills necessary for
agricultural industrial, commercial and economic development.
Tertiary Education:
i) Contribute to national development through high level relevant
manpower training;
ii) Develop and inculcate proper values for the survival of the individual
and society.
iii) Develop the intellectual capability of individuals to understand and
appreciate their local and external environments;
iv) Acquire both physical and intellectual skills which will enable
individuals to be self-reliant and useful members of the society;
v) Promote and encourage scholarship and community service.
vi) Forge and cement national unity and
vii) Promote national and international understanding and interaction.
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This inaugural lecture is focused on researches done in secondary and
tertiary levels of education and their findings.
Secondary School Education in Nigeria
Right from the onset of my studies, the desire to have quality products
of the school system has been my pursuit. My first work ever published was
the cry against an administrative issue in the school system which was the
lateness of teachers and students in Oredo Local Government in (Omoregie,
1992). My aim was to bring to the attention of the public, school
Administrators and the Government the escalating problem of lateness which
was then a major administrative problem that would affect the products of the
schools in Oredo. Several recommendations that could help minimize or
eradicate the situation were made. The lateness of a single teacher to school
and to the class room would definitely bring hardship and frustration to
nothing less than 50 students in the examination hall, and would end up as
drop outs and drug-addicts. What happens when ten teachers are continually
late and in ten schools in a local government area? Some recommendations
included making the teachers aware of rules of the school system, residential
address of teachers to be considered by the teachers when posted to a school
and proximity to be the yard-stick for placing pupils into Junior secondary
schools in the first year (JSS 1).
Another step was to look at effects of professionalism, sex, age, years of
experience and school location on secondary school teachers attrition rate in
Edo and Delta states since attrition of teachers is a sledge hammer on the
quality of school products (Omoregie, 2004). Till this very day, the teacher is
the most indispensable factor of production in the nation’s economy.
According to Combs (1968), next to the students, the teachers are the largest
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most extensive and crucial input of an education system. In 1974, statistics of
education in Nigeria showed that there were 606,752 students as against 21,
711 teachers (Federal Ministry of Education).
Studies carried out by Aghenta (1977), Imogie (1977), Adesina (1980)
respectively showed that there was high rate of attrition of teachers. From the
investigation of Ajayi (1982), Ogun State, Edo and Delta states were hard hit
with attrition problem, hence the necessity of my research. Mass industrial
action of 1991 supported the fact that it was not well with teaching profession
in the nation. Attrition of teachers is premature withdrawal of teachers from
the service. Non professional teachers were found withdrawing faster than
professional teachers, younger teachers below the age of 40 were leaving
faster, experienced teachers were more stable and teachers in rural areas were
deserting to urban areas and in search of greener pastures.
The research therefore called on the government for better condition of
service for teachers and the secondary school system to be a joint venture of
the federal and state governments. The federal government to take over the
personal emolument while states should take over the provision of facilities.
In 2006, I noticed irregular trends in secondary school students’
enrolment for terminal examination in Edo State (Omoregie 2006). This was a
great implication for standards and quality. A situation where students were
abandoning their schools to “Miracle Centres” to enroll for West African
School Certificate Examination (WASCE), National Examination Council
Senior School Certificate Examination (NECO) and even Junior School
Certificate Examination (JSS III). This fault was majorly schools in rural areas
acting as the miracle centres and few private secondary schools in the city.
Some of these centres boldly wrote on posters or banners to advertise their
nefarious acts which include “DO YOU WANT 9 DISTINCTIONS? PAY
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THE FEES AND FORGET.” These same modern illiterates carry their
nefarious examination malpractice to polytechnics and Universities Joint
Admission Matriculation Board Examinations. Isemede (1987) stated that
examination malpractice constituted one of the biggest problems facing the
Joint Admission Matriculation Board. This has inturn affected the standard in
the tertiary level of Education. Many drop out after the first year of admission
while others carry over numerous courses and still, others continue to write for
change of courses. The most disheartening is the rate of admission of the
“Miracle Centre” candidates into the Nigerian colleges of Education or the
National Teachers Institute (NTI) where the admission is based on the number
of credits passed without rigorous entrance examination. These are trained to
come out as teachers in the primary and secondary schools. Mr. Vice-
Chancellor Sir, I wish you could see with me the genesis of the defective and
incompetent products of Nigeria Educational system.
I did not keep silent at this. In the same 2006, I called for Re-packaging
of Nigeria’s secondary school education system for a great and dynamic
economy (Omoregie, 2006).
The secondary education which is the pivot of the entire education
system was fast loosing relevance because of examination malpractice,
cultism, immorality, drug addiction and other vices. Repackaging meant
overhauling the curriculum, introduction of selection examination at the point
of entry into secondary to harvest the materials ready to learn, thorough
scrutinization of the teaching process which include class size, conducive
environment, facilities, audio visual materials and instruction supervision of
the secondary school teachers themselves. My bone of contention was that the
secondary school system in Nigeria had been rendered ineffective because of
deformities in the curriculum, the learners, the teaching process and the
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teachers and therefore needed to be repackaged. Some recommendations
included maximum of 50 students per class; a national system for testing
achievements of secondary school students involving measurement of
cognitive, affective and psychomotor domains to be introduced and constant
seminars and workshops for secondary school teachers including making
computer literacy compulsory for them.
The quest for quality drove me to examine inadequacies in teacher
education in Nigeria and the way out (Omoregie, 2006). Teacher education
without mincing words is very paramount to National development since the
quality of teachers determine the quality of human resources in all other
human sectors of labour market. The deficiencies identified were low mode of
entry, poor funding, limited subject specialization, haphazard conduct of
teaching practice exercises and the current unorganized Distant Learning and
Long-Vacation Programmes widely spread in most education faculties and
institutions in the nation. Recommendations included immediate eradication of
long vacation trainings, professionalization of teaching, proper funding,
introduction of modern technologies and stepping up entry qualification of
intending students and making minimum teaching qualification to be first
degree.
The immediate follow up was the globally competent teacher in
secondary level of education. (Omoregie, 2007). Robison (2000) sees
globalization as a highly dynamic process of growing interdependence among
nation states with implication that issues are becoming global rather than
national and they demand global rather than national attention. The globally
competent teacher is effective to impart knowledge in the level of education
he is trained to teach both in his nation and marketable in any other nation of
the world. The factors examined were the preparation of such a teacher, his
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personality, verbal ability, his knowledge of information and communication
technology, knowledge of teaching process and duties of an effective teacher.
My contention was that it is possible to produce teachers who could be
globally competent especially in secondary schools. I believe strongly that if
this is achieved, not only that Nigerian economy would benefit but education
graduates could easily get across to nearby countries and get fixed up in
teaching profession they were trained for.
In 2008, I went back to check on the quality of the products of
secondary school system. To my greatest amazement, examination
malpractice was present and in full blown. I carried out this study in Edo State
using Ikpoba-Okha Local Government area as a case study (Omoregie, 2008).
Factors influencing examination malpractices included love of money by
invigilators who supposed to be the eye of the government, ill preparation of
students, inadequate facilities, lack of science laboratories, lack of equipped
libraries and insufficient teachings. Recommendations included
implementation of examination malpractice Act 33 of 1999, urgent
implementation of teachers salary scale in all states of the federation so that
teachers could settle down and teach and the examination bodies to carry out
appropriate supervision of their examinations. The government was also called
upon to make religious studies compulsory in primary and secondary schools
so that the students would learn the moral implication of this evil act.
That same 2008, I recommended the introduction of Nigerian
Indigenous Games as Instrument of Child Education and Cultural
development (Omoregie, 2008). Funny as it may look, a number of the
indigenous games that were neglected in the school curriculum because they
were seen as the games of the unlearned, possessed physical, mental, moral,
emotional and social benefits. I contended that these games were strong and
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reliable instruments for moral and cultural development. Nigerians believed in
a strong man with valor and value. They believed in high moral-standard,
social responsibility, job orientation, political participation and spiritual
values. Subjects like practical farming, fishing, weaving, cooking, carving,
knitting, study of local history, legends, poetry, riddles, proverbs and story-
relays were recommended. Fafunwa (1975) had suggested games like
wrestling, dancing, drumming, acrobatic display and racing. Ajala (1988) had
reported the most grievous danger done to our educational system was the
replacement of these games by television watching that made the children
inculcate foreign norms and values.
The most current challenge ravaging the secondary school system and
incapacitating its products was the invasion of HIV/AIDS. In 2012, I carried
out a study on HIV/AIDS awareness among secondary school students in
Nigeria – A case study of Benin City, Edo State. (Omoregie, 2012). I was
prompted because of the rate at which teenagers were dying due to HIV/AIDS
contamination. Both public and private secondary schools were involved in
the study. There was 87% level of awareness but the knowledge of symptoms
and mode of transmission of the deadly disease was low. This, most probably,
was the reason why many of them were still actively indulging in sexual
activities and contaminating and dying of HIV/AIDS. Recommendation
included the development of curriculum for HIV/AIDS Education and
Sexually Transmitted Diseases by Nigerian Educational Research Council for
Secondary Schools in the nation.
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Universities in Nigeria and National Development
The teaching and research functions of universities have tremendous
role to play in national development in provision of high level manpower and
national consciousness. In 2004, I decided to examine the responsibilities of
the universities teachers, the governments and proprietors towards making the
universities instruments for national development (Omoregie 2004).
My first observation was that universities teachers in Nigeria were not
effective and productive in teaching because they were not trained in the art of
teaching. The knowledge of contents should be blended with the knowledge
of proper delivery. Many of the universities teachers were teaching without
engaging the students in various activities and so they were turning out
products that could not perform. Again many of them had no facilities to
perform due to poor funding. According to Efemena (2002), the non-payment
of tuition fees in federal tertiary institutions makes the whole financial
arrangement uneconomical and difficult. In all Nigerian universities today,
there are no adequate infrastructure, Laboratories are dilapidated without
equipment and chemicals. Also there are no funds to carry out researches.
Omoike and Aigbe (2001), had recommended that the Federal Government go
beyond the present level of budgetary allocation and surpass the 20%
recommended by the United Nations. Rich libraries which are great boosters
to teaching and learning in the universities are lacking. Okeye (2003)
lamented when he said “the purchase of very essential but costly journals
and books are easily shelved.”
In 2005, I decided to shift the study to private universities if they were
positioned to produce the high level manpower needed for national
development in a research I titled “Paradigm For Best Practices in Nigerian
Private Universities” (Omoregie 2005). Though the private Universities were
commended for conscientious regulation of students’ growth, stable academic
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calendar, and cult free campuses, they too were grasping with slow
infrastructural development because the federal government did not include
the private universities in the sharing of Education Tax Fund. The Private
Universities were also commended for not going off their academic briefs
(Damiyan, 2004). In that 2005, there was the excitement to identify the
challenges to University Education in Nigeria as both public and private
universities were seemingly ineffective and unproductive; and to see if
autonomy and globalization could offer solutions to the challenges. Already,
from the summary findings of national survey on labour market expectations
of Nigerian graduates, it was stated that university education in Nigeria was
not adequately preparing graduates for work due to number of deficiencies the
graduates were exhibiting in the workplace both public and private
universities, Herbert, et al (2004). To face the challenges in Nigeria
Universities, I carried out a study titled “Autonomy and Globalization:
Panacea for challenges to University Education in Nigeria (Omoregie, 2005).
Before the work, earlier researchers have bemoaned the last hope of the nation
to use university education as instrument of national development. According
to the researchers the hope had turned to a mirage due to phethera of
challenges; Nwadiani, 1999; Utulu (2001), Noada (2001) NUCVIHEP (2001),
NUCHIHEP (2001, 2004), Ehiametalor (2003), Akpotu (2004).
The challenges I identified in the research included crises of internal
governance and control, inadequate funding, poor staffing, lack of facilities
and equipment, poor hostel accommodation, industrial unrest, cultism and
sexual harassment to female students, “blocking”, lack of current journals and
textbooks and protracted staff strikes. Universities are so poorly funded that
lecturers are unproductive in their areas of specialization: lecture halls,
classrooms, laboratories, staff quarters, generating plants, office equipment
were all grossly inadequate. Also teachers/student ratio then was very heavy
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high. The challenges were too numerous to discuss accordingly. In that study,
I felt that University Autonomy which is a shift in the focus of control and
decision making from the government and its agencies to the University
campus, notably the Governing council, senate and management could provide
the needed panacea. That would include granting the Academic,
Administrative and Financial freedom to all Universities under the general
policy guidelines of the government. Powers would be vested on the senate to
determine the content and details of curricula and to decide on options for
academic expansion or contraction. In Administrate autonomy, the Governing
Council could appoint and remove the Vice-Chancellor and also determine the
remuneration package and that of all categories of staff. In financial
autonomy, the ruling government would still provide the needed fund while
the management of the university would determine how to spend it in the area
of need and also source for internal fund. Globalization would result in the
emerging of worldwide interdependence of individuals and countries which
are characterized by various economic, political, cultural and social realities.
Globalization would mean that the challenges of Nigeria universities will no
longer be handled by Nigerian alone. Linkages with universities abroad would
make current textbooks, journal, laboratory equipment, computers, exchange
of lecturers available with ease. Globalization would make Nigeria students
who travel abroad and seek to continue their studies in Universities would not
need to go through remedial courses. Without mincing words, Autonomy and
Globalization are the cure to these numerous challenges facing Nigeria
University Education as an ugly monster.
As a follow up, in 2006, I carried out a study on University Education in
Nigeria and Economic Reliance since economy of every nation depends on
University education for its sustainability especially in development of high
level manpower, new discoveries through researches and dissemination of
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existing information, inculcation of proper value-orientation for the survival of
the individual and society and rendering of services in the community. The
aim was to analyze how Nigerian economy depended on these three major
functions of the university – teaching, researches and community development
(Omoregie, 2006).
The following were the findings:
• Human Resource development and Teaching in Nigerian Universities
It was discovered that Nigeria like all other developing nations was
lacking in sufficient high level manpower such as Doctors, Engineers,
Professional Teachers and the like. To sustain the economy, Nigeria hired high
professionals trained abroad who studied professional programmes that are
irrelevant and unrelated to local Nigerian conditions and needs. No Nigerian
professionals to provide the needed course contents and there was the
consistent inadequate funding for maintenance and provision of new facilities.
• National Economy and University Researches
In the first Nigerian Universities Research and Development Fair, some
of the researches identified as worthy of mentioning were immune-booster for
HIV/AIDS, FAMLAN and Antisnake Venom; Automated Garri sifting and
frying and direct conversion of pure water sachet to candles and lubrication
greases. The National Universities had since set up a panel to commercialize
these projects (Okebukola, 2004). Without doubt, this should boost the
nation’s economy but the problem remained the same – inadequate funding
from the federal government who are the major educational administrators of
the universities.
• Economy and University Community Services
I discovered that rendering of services to the community by the various
departments of the universities have contributed to the advancement of the
nation’s economy. This was done through extension of services. Faculties of
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Education organized extra-mural classes for adults who did not have
opportunity to acquire degrees through regular university education. These
persons had remained poor income earners for years without skills and
knowledge. Through universities extra mural services, communities have
advanced in knowledge, skills and attitudes that have led to productivity,
better employment and higher wages. Agricultural extension services of the
universities have increased production of food, meat and agricultural raw
materials like fertilizers, which are sold at reduced cost to members of the
community. Some university farms are large enough to create job
opportunities for members of the community, thereby reducing
unemployment. Rural health services are rendered to the members of the
community by the medical divisions, thereby improving health of the people.
Vaccines are given to children to eradicate polio, cholera and other deadly
killers of infants. I also discovered that Nigerian Universities have been
effective instruments for cementing the national unity through the effective
participation of their graduates in the national Youth Service Corps. These
graduates are major forces for labour in many rural areas. The Sociology
departments organized seminars and workshops for youths and women to
inculcate proper value-orientation for the survival of the individual and society
instead of indulging in hooliganism, immorality and all negative habits that
destroy interest in acquisition of adequate education. Anyanwale (2004),
discovered that both males and females displayed differences in behaviour
pattern when exposed and when not exposed to citizenship education by
Sociology department. Indeed universities education has been the engine for
economic development in these areas even if the services look meager. If the
contribution of the universities without adequate funding could be recognized
to this level, imagine the contributions if the Universities are properly
positioned by adequate funding.
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An important inadequacy discovered in my study of University
education as a tool for national development was lack of contribution of the
female folks as the number of females studying in sciences, mathematics and
technology in the universities was very low compared to their male
counterparts. National development in the world is increasingly shaped by
science, mathematics and technology (SMT) and the women are not found. In
2008, I carried out a study I titled “Enhancing Globally the Enrolment of
Women into Science Based Courses in the universities” (Omoregie 2008).
The study examined women in sciences in Nigerian universities, other African
countries and women in science overseas. What prompted the study was the
publication of Okebukola (2002) and my study in Benson Idahosa University
(Omoregie 2004), shown as tables I and II respectively.
Table I: Students’ Enrolment in Science in Nigeria Universities by
Sex (2001-2002).
S/N University Male Female Total
1 University of Nigeria Nsukka 7,769 3,493 11,262
2 Ahmadu Bello University 10,853 3,124 13,977
3 University of Benin 8,940 4,115 13,055
4 University of Jos, Jos 4,918 2,186 7,104
5 University of Port-Harcourt 7,237 2,608 9,845
6 Federal university of Technology,
Akure
6,742 1,249 7,991
7 Bowen University, Iwo 345 110 455
Total 46,804 16,885 63,689
Source: The state of Universities in Nigeria (Okebukola, 2002)
21
Table II: 100 Level Science Student Enrolment (2003/2004)
Unit Males Female Total
Biochemistry 12 10 22
Microbiology 10 16 26
Physic 1 - 1
Computer science 48 13 61
Computer engineering 79 15 94
Industrial math 3 - 3
Total 163 54 217
Source: Enhancing the enrolment of women into science based courses in
Benson Idahosa University (Omoregie 2004).
The two tables showed that the males studying science are more than
women in Nigerian Universities. Factors militating against the women were
beliefs of the community, the home the individual and the school itself.
Traditionally, females are to care for the home while the males are to face
outside jobs. Early marriage and pregnancy had worked against the
Nigerian girl-child studying science.
Girls’ poor participation and performance in the sciences in other Africa
countries were similar to that of Nigeria. These are shown in Tables III and
IV.
Table III: Students’ Participation in Science Student at the Senior
Secondary School Certificate Examination in 1994 In Ghana.
Subject Boys % Girls %
Biology 291,175 55.8% 230.348 44.2%
Chemistry 106,549 64.2% 59,368 35.8%
Physics 101,328 65.0% 54.651 35.0%
Source: Female Education in Mathematics and Science in Africa (FEMAS)
Dissemination Report No. 13 (Quaisie, 1994).
22
Table IV: Students’ Participation in Mathematics and Science at the
Uganda Certificate at Education (UCE) in 1995.
Subject Boys % Girls %
Physics 16,474 70,5% 6,907 29.58
Mathematics 31,985 60.8% 22,570 39.2%
Biology 31,288 59.7% 21.154 40.3%
Chemistry 16,177 63.2% 9,427 36.8%
Add mathematics 125,328 92.3% 10 7.4%
Agriculture 17,810 65.6% ,359 34.4%
492 92.3% 41 7.7%
Source: FEMSA Dissemination Report No. 13 (Mulemwa, 1995).
Reasons for the observed phenomenon include the belief among
parents, teachers and even the students themselves that science, mathematics
and technology subjects are for boys and that SMT based careers are
exclusively for men.
What about women in sciences overseas? I also discovered dearth of
women in sciences overseas. Reasons given for few women in sciences
overseas include:
• For women in the sciences, the pace of progress at Top Universities is
slow (Rimer, 2005).
• The belief that science jobs are incompatible with having children
• Gender bias by the universities in negotiating salaries, laboratory spaces
and money for researches – the males are greatly favoured.
• Not taking into consideration simple differences in men and women in
preparing the curriculum.
• Science and mathematics programmes too strong for the women.
23
• Women have no towering intellects required to make it as top scientist
and mathematicians (Greenspun, 2006).
Source: National Youth Service Corps: Abuja & Cited in National bureau
statistics annual abstract of state 2006.
Coupled with this unfortunate phenomenon of lack of women in SMT,
is the persistent gender inequality in Nigerian Education. In 2009, in
connection with Ihensekhien Orobosa Abraham, I examined gender inequality
at all levels of education (Omoregie and Ihensekhien, 2009). It was discovered
that inspite of the introduction of the universal primary education (UPE) in
1976 and the current universal basic education (UBE) since 2000, the situation
has not changed. The girl-child is lacking behind. Two tables are shown here
to justify this contention. This is 20 years after introduction of free primary
education to give the female child a chance.
24
Table V: Nation Youth Service Corps Deployment of Members by Sex
(1996-2005)
The VI: Graduate Turn –Out Of Doctorate In The Nation
Year Total Male % Female % Remark
2001 690 543 78.70 147 2.30 More males
2002 721 578 80.17 143 19.83 “
2003 725 553 73.54 217 1.47 “
2004 794 577 72.67 217 27.32 “
2005 428 336 78.50 92 21.50 “
TOTAL 3,385 2,587 6,401 798 23.57 “
Source : National Universities Commission
Year Total Male % Female % Remark
1996 48,222 30,426 63.09 17,796 36.90 More males
1997 72,235 46,074 63.78 26,161 36.21 More males
1998 89,660 55,881 62.32 33,779 37.69 “
1999 131,458 72,752 55.34 58,706 44.65 “
2000 146,358 85,170 58.19 61,18% 41.80 “
2001 N/A N/A N/A N/A N/A N/A
2002 143,383 81,325 56.71 62,058 43.28 More males
2003 96,178 53,037 55.14 43,141 44.85 “
2004 112,286 59,845 50.12 53,441 46.70 “
2005 113,326 56,805 50.12 56,521 44.09 “
Total 954,106 41,315 56,26 412,791 39.56 More males
25
Educational Administration, Its Pillars and Their Roles in quality of the
products of the school system
Educational Administration is that aspect of the government that is
concerned with educational policies, educational planning, directions, co-
ordination and supervision of educational programmes. It also encompasses all
that have to do with achievement of educational goals of the nation including
school administration. While educational administration is dynamic and
concerned with problems of wider nature, the school administration is
concerned with the problem of a localized nature which is usually the
institution (Omoregie 2007).
Educational Administration has three major pillars visa-avis the
Governments, the school managers and the classroom managers.
• The governments include the ministries of education, their agencies that
are involved with day to day administrations of the school system and
their agencies that influence standards at the national level. Individuals
and Organizations such as churches are allowed to run formal education
in Nigeria. The governments provide policies, rules and regulations,
facilities, personnel and funds for only government schools. However,
all formal institutions are controlled by the rules and regulations enacted
by the legislative arms of the government.
• The school Administrators are the managers of the personnel, facilities
and funds so as to achieve the goals of education.
• The classroom managers are the teachers who interpret these goals to
the pupils and students using the available facilities and funds to
achieve the goals.
26
If the products of the school system must achieve the stipulated national goals
for education, these three (3) pillars of educational administration must be
wholly involved.
1) The Governments and Private Proprietors
Since 2008, I started focusing on the roles of the governments in
preventing half baked products. In a work I titled “Quality assurance in
Nigerian University Education and Credentialing” (Omoregie, 2008) I
discovered that University education in Nigeria which hitherto enjoyed
tremendous global respectability and acceptability was fast losing its high
esteem in the face of labour market and members of community because the
currently certified Nigerian graduates lack acceptable level of competence in
their areas of specialization. Reasons are given as follows:
i) Lack of Funds:
If not for the sledge hammer from the NUC, students population explosion
had been the major challenge in Federal and State Universities. Also thank
God for the coming in of Private Universities. The UNESCO had
recommended budget allocation to educational sector to stand as 26%. In
2003, out of a national budget of 765.1 billion naira, only 13.9 billion was
allocated to education and this was 1.83% (Post Express:2003)
ii) Lack of Facilities:
Lecture rooms are still over-crowded. Laboratories and learning materials
are grossly inadequate.
27
iii) Federal Government /AASU
Instability of University education calendar due to the federal
government not meeting the demands of Academic Staff of the Universities.
Between 1995-2003, 28 months were lost in the academic calendar of the
university (Ramon – Yusuf, 2005).
iv) The Government Agencies
These are the federal and state ministries of Education, national
Universities Commission (NUC), Nigerian Education Research and
development Council (NERDC), Joint Admission and matriculation Board
(JAMB), Their work is commendable especially the NUC. The National
Universities Commission is the external statutory agency mandated to
maintain academic standards in Nigerian universities by decree No, 16 of
1985 and Amendment decree No. 49 of 1985. The Commission works around
the clock to ensure that quality is maintained in Nigerian Universities
(Omoregie, 2008). However, there must be promotion of internal quality
assurance culture which was the heartbeat of this paper.
I examined the effectiveness of JAMB to the production of these desired
quality graduates. My first work on the effectiveness of JAMB was the
relationship between students JAMB Scores and their Grade Point Average
(GPA) after their first year final semester examination. This was a case study
of Benson Idahosa University (Omoregie, 2005). The final analysis revealed
that there was no significant relationship between students JAMB Scores and
their GPA scores in the four programmes studied. I was one of those that
contended that JAMB Scores were no longer reliable due to examination
malpractices and so Post-JAMB examination was recommended. This was
very relevant as it helped to admit the right students and it also helped to
28
check secret-cults activities in the universities. Candidates who were not ready
to study were kept off. The inefficiency of JAMB was due to examination
malpractices that seemed to defy every measure designed to wipe it out. Ojo
(2003) had stressed that Universities be allowed to conduct qualifying
examinations or tests for candidates irrespective of the quality of results they
present from JAMB.
In 2010, I decided to examine implications of Global economic
recession on infrastructural development in Nigerian Universities (Omoregie,
2010). Since Nigerian universities depended heavily on budgetary allocations
from proprietors for infrastructural development, the economic melt-down had
serious implications for the universities. There was reduction of budgetary
allocation, reduction in philanthropic projects, reduction of donations from
international organizations, decreased acts of support from alumni, uncertainty
of continuous Education Tax Fund (ETF) intervention and reduction in
endowment funds. My recommendations were that the nation should diversify
the economy base away from the mono-product (oil) and the Universities to
intensify sources for internally generated funds such as collection of tuition
fees in the case of public universities, manufacturing basic equipment, food
and goods in the universities, formation of parents forum and setting up of
strong alumni foundation.
In 2013, I studied a Comparative Analysis of the Cumulative Grade
Point Average (CGPA) of Universities matriculation Examination (UME) and
Direct Entry Candidates (DE). The findings showed that although Direct Entry
was a stronger predictor of success in the final degree examinations, there was
no significant relationship between mode of entry into the university and high
CGPA. Recommendation was that UME and DE should continue to be used as
modes of admission into the university.
29
v) Private Proprietors
In my work on issues and challenges in Private Universities education
in Africa, funding of Private Universities in Nigeria (Omoregie, 2011), I
discovered that private universities are faced with numerous challenges. These
include: inadequate lecturing facilities, under-developed laboratories, studio
and research farms, libraries not adequately equipped, inability to hire
adequate number of professors and lack of grants for researches. It’s a great
misconception for anyone to think that private universities were established
for profit making. In my recommendation, I reminded the federal government
of their supposed partnership with private proprietors. In 1925 Educational
memorandum, Phelps-Stocks Commission recommended that “while the
government reserved the right to direct educational policy and to supervise all
educational institutions, voluntary efforts should be encouraged and Advisory
Boards of Education should be established”. (Babs Fafunwa, 1975). It was
specifically directed that schools run by voluntary agencies with satisfactory
standards should be given grants in aid.
Mr. Vice-Chancellor Sir, I am praying for some-one to help me forward
this to the office of the president of this nation and to the federal commission
of education, let them be informed.
The School Administrators
In the universities, these include the Vice-chancellor, his Principal
Officers and the Management Team including the Deans, Heads of
Departments and Directors of various units. If the classroom managers must
perform, the ball lies in the court of the School Administrator. They are very
vital to the production of quality and fully baked products. Still in my work on
30
Quality Assurance in Nigerian University Education and credentialing
(Omoregie, 2008), their roles were itemized as follows:
• Supervision of curriculum design, content and organization.
• Supervision of curriculum implementations (course by course) – what
portion of an 18 week semester is used for actual teaching.
• Students class attendance (register of attendance must be kept by course
lecturers) Research has shown that class attendance is proportionally
tied to rate of course failures (Omoregie, 2005).
• Students lecturers assessment.
• Students progression and achievements including attrition/dropout rates.
• Student support, and guidance and counseling.
• Periodic assessment of human and material resources available to each
programme.
• Feed back to all levels following data analysis to facilitate continuous
improvement in quality.
• Continuous interface with external quality assurance agency, and
professional bodies to keep abreast with latest information.
• Track tracing of the graduates for feed-back from employers.
To be able to achieve these, the Universities Administrators should put in
place Quality Assurance Committee at various levels in the following order
Central quality Assurance Committee
Faculty Quality Assurance Committee
Departmental Quality Assurance Committee
Quality Assurance Desk (Secretariat of instructional Quality
Assurance).
It is the duty of the school administrators to procure the needed funds from the
governments or school proprietors for needed facilities and staff emoluments
31
and they must see to the adequate staffing in quality and quantity. They must
also see to the well-fare of staff and students.
Class-room Managers (the teachers)
My first concern in class-room managers is fully documented in the
work I titled Effective Teaching in Tertiary level of Education (Omoregie
2004). These are the manufacturers of Quality products. They can make or
mar the efforts of the school managers and the governments and proprietors.
They are the ones that carry out the teachings, the researches and preparation
of the students for the community services. My research contended that that
teachers must first know the aims of higher education as I stated at the onset of
concept of Education in Nigeria, must know the aims of teaching which is the
role of the teachers in preparing quality students, factors for effective teaching,
the art of teaching and evaluating students in the three dimensions of learning
which are cognitive, affective and psychomotor.
Comments why some teachers in Nigerian Universities are not
performing to expectation include:
• Olusanya (2004). “Their training does not fit them for job situations …”
• Basorum (2004). “Oftentimes, there is nothing wrong with the
curriculum…. the question is how fully have the contents of the
curriculum been taught?”
• Adebowale (2004). “Poor communication skills noticeable right from
interviews, practical orientation not sound due to lack of teaching and
training resources, devoid of knowledge of biometrics and poor
analytical minds.
Without doubt tertiary education is the most important tool for national
development. Hence I recommended and I am still recommending training in
32
the art of teaching for all tertiary level of teachers else the teachers will
continue to be cheating instead of teaching the students.
The Quality of the Products of the School System
That the products of the Nigerian educational system are not meeting
the desired goals for national development is shown in the echoes that ring
louder and louder in the nation recorded in my work titled the “Role of
Nigerian teachers and teacher education in national development” (Omoregie
and Omoregie, 2017). Stating it as it was discovered.
• Political leaders that are corrupt (alleged N4.7bn fraud: EFCC re-
arraigns ex-governor Ladoja eight years, Raymond, 2016).
• Doctors that cannot save lives so people are flown abroad daily for
medical treatment. Many Nigerians travel aboard for plastic surgery
(Stanley, 2016); it is amazing how folks invest in traveling abroad for
medical checkup (Oyewole, 2016).
• Engineers that cannot build so increasing collapsed building (Uyo
church building collapsed in Lekki Gardens killing 34 people;
Synagogue church of All Nations, Lagos collapsed killing 116
(Adelakan 2016).
• Judges that now take bribe (SANs reject FG’s brief to prosecute accused
Judges (Raymond, 2016); Judges in Fresh trouble for receiving N5m
from SAN (Akintuota, 2016).
That the products of Nigerian Educational system are ill-baked and half
baked and not fit for national development is a reality. For almost two decades
precisely since 1992, I have rigorously pursed works on Quality of Products of
Nigerian Educational System and made several recommendations. Only few
are implemented and majorities are not. Since Education is the only hope and
33
vital tool for Nigerian National Development, the Nation and especially those
incharge of educational administration must take heed to the final
recommendations of this inaugural lecture.
Conclusion
Having experienced teaching in the primary, secondary and tertiary
levels of education in Nigeria, I make bold to conclude that Nigerian children
are not dull but intelligent human beings and their education is the needed tool
for national development. Unfortunately it is very disheartening to me my dear
vice chancellor that the education process which is needed to produce these
human beings is the list favoured when budgetary allocation is made from
year to year in Nigeria. UNESCO had recommended 26% of budgetary
allocation to education (post express: 2003) but education has never attracted
up to 10% of national budget in any year hence the Administrators of
Education could do little or nothing. The Private Educational Administrators
are worst hit as they have no subvention from the Government so they struggle
to pay emolument to staff from students school fees and thereafter could not
do much.
If Educational Administration will fulfill its expected role, let the
Governments and Private Proprietor provide effectively, and let the School
Managers manage effectively and let the Classroom Teachers teach effectively
34
and then the school system will yield quality products for Nigerian National
Development.
Recommendations
Classroom Managers
1) Beginning with classroom managers, lecturing must be consciously
done with the hope of producing quality products. At the point of entry,
the classroom managers, supported by school administrators should
present orientation for the students on study techniques, Note taking
time management and examination strategies. This is an essential
counseling tool at the point of entering.(Omoregie, N.O. (2005).
2) Every theory must be accomplished with practicals.
3) Assessment of students should be done Cognitively, Affectively and
Psychomotively.
4) Students Industrial Work Experience must be attached to each
programme and properly supervised. Students could be asked to repeat
if not found competent.
5) Adequate Audio-Visual materials must be used to teach the Students
and students must be exposed to the use of these materials during their
SIWES.
6) Continuous personal development must be their concern.
For School Managers
1) Orientation must also be given to these fresh teachers at the beginning
of their employment and yearly for all lecturers as a reminder.
35
2) Thorough supervision of content of course being taught, lesson note,
practical work done, classroom teaching questions set and marking
guides if quality will be attained.
3) Funds provided by the government for facilities should be transparently
used.
4) Welfare of their workers should be their greatest desire if their teachers
will put on their best for quality production.
5) Formation of Parents Forum is their duty.
6) The welfare of the students and provision of conducive environment for
learning must be their highest priority.
7) Team teaching should be encouraged and well supported by the school
managers, students learn better through team teaching.
8) Internal quality assurance is the responsibility of these school mangers.
Governments and School Proprietors
1) Let teaching be professionalized so that the morale of all those currently
teaching in all levels be high and they will be proud of their profession
and offer their best.
2) Let there be in-service training for different categories of teachers
currently teaching on the field.
3) Motivation of teaching profession right from entry point by making sure
that the best brains are admitted into colleges of education and faculties
of education in polytechnics and universities if the nation will have best
teachers to produce quality products. Many who read education today
are those rejected by other departments. It is very disheartening.
4) Adequate funds must be provided by the governments and proprietors.
36
5) Federal government must as a matter of urgency include Private
Universities in the share of PTF and ITF funds since the private
universities are training Nigerian children and for the development of
Nigerian economy. V.C. Sir, I rest my case here.
Thank you all for listening and may God bless you all Amen.
37
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Academic Services, Beijing, China Vol. 9, Issue 4.
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Omoregie, N. and Nosakhare, C. (2013). A Comparative Analysis of the
Cumulative Grade Point Average (CGPA) of Universities Matriculation
Examination and Direct Entry Candidates. Journal of Collaborative
research and Development (JCRD). Vol. 1. No. 1.
Post Express (2003). Annual Compilation Report on Budgets, December
2005. Published by Association for Promoting Academic Research and
Development in Nigeria (APARDN).
Ramon-Yusuf, S. (2005). “Galvanizing Internal Mechanisms for Sustainable
Improvement in Institutional Quality,’ Seminar Paper Presented in
Benson Idahosa University 2005 Staff Orientation
Robinson, P. (2002). In “The Phenomenon of Globalization and the African
Response” in Madu Agwu (Ed), a paper presented at the 3rd Annual
Conference of Full Bright Alumni Association of Nigeria. Nsukka.
Utulu, (1993). “An Evaluation of the Resources Situation in Secondary
Schools in Edo State” An Unpublished Doctoral Dissertation Presented
To the Post-Graduate School University of Benin.
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Benson Idahosa University Previous Inaugural Lectures and the Topics Treated
1. Professor Johnson Olajide Oyedeji “Bricks with Little Straws: How
Efficient Are the Meat Of Egg Type Chicken” July 27TH 2010
2. Professor .R. A. Masagbor “Language: A Complimentarily Of Being” April
17TH 2012.
3. Professor .A. A. Borokini “Female Genital Mutilation: The Nexus Between
Anthropology, Law And Medicine” May 19TH 2015.
4. Professor Earnest .B. Izevbigie “From Growth Biology to HIV Associated
Neuropathy To The Discovery Of Anti-Cancer Agents: Economic
Implications” December 8TH, 2015.
5. Professor Andrew .O. Oronsaye “The Anatomy Of Nigeria Federalism and
The Physiological Imperatives For Sustainable Development” March 22ND
2016.
6. Professor Rex. O. Aruofor “Economic-Poverty, Unemployment And
Underdevelopment: A Quest For Solution And Imperative For Developing
The Nigerian Economy” March 6TH 2017.
7. Professor Sam Guobadia “It’s The Environment” October 19TH 2017.
8. Professor (Mrs) Clara Igeleke “Microbes The Good And The Bad And The
Fascinating: Man The Effective Manager” November 26TH, 2019.
45
BIOGRAPHY OF THE AUTHOR
PROFESSOR NORAH OMOREGIE was born in March 29th 1951
into the family of the late Rev. Mathias Ekugum and Mrs. Rubby Okoh of
Igbanke in Orhinonwon Local Government Area of Edo state, a school teacher
and an Anglican pastor. Norah obtained her primary school leaving certificate
at age of 10, secondary modern school certificate at age of 13 but secondary
school certificate at the age of 20 because the father was left alone to train his
six daughters and two sons. His relations said it was useless to train girls so no
help.
She attended the highly esteemed Baptist Girls High School Agbor
(purely boarding school) and was the Senior Prefect of the School in 1971.
She taught in the Primary School from 1972 – 1974 before gaining
admission into University of Benin in 1974 where she bagged Second Class
Upper Division (21) in Education Biology in 1978, M. Ed. Educational
Administration in 1985 and Ph.D Educational Administration in 1995. She
taught her Biology in many secondary schools and rose to the level of
Principal Senior Grade Level 16 before she picked appointment with
BENSON IDAHOSA UNIVERSITY in 2002. She once taught Biology in
Faculty of Science but was quickly catapulted to department of Education
where she truly belongs. She was two times Acting Head of Department of
46
Education, one time acting Dean of Faculty of Arts and Education, First
Director of Academic planning of the University, a position she held for 7
years, first GST coordinator for 6 years, first Chairman Accreditation
Committee, first Co-ordinator of Internal Quality Assurance of the University
and today a full Professor in the University, a position she earned promotion
to in 2014.
Other committees with dates include:
• Member - University Admission Board, 2005 till date
• Member – Academic Planning and Policy Committee 2005 – February
2012
• Member – Management Team, 2005 – February 2012
• Member – Spiritual Life Committee till date
• Member – Senate, 2003 till date
• V.C. Representative: FSMS, 2016 till date
• Senate Representative, School of Post-Graduate, 2016 till date
• Member, Departmental and Faculty Board of Studies, Department of
Education and Faculty of Arts and Education respectively.
Rev. Professor Norah teaches and supervises projects and dissertations
from undergraduates, Post-graduate diploma and Master’s level, and is
anxiously waiting for the approval of the Ph.D level by the NUC, she says she
lives for BIU. Apart from numerous publications in educational journals, both
local, national and international, and chapters in books, she has written three
academic books; Evolution of Western Education in Nigeria, General
Teaching Methods in collaboration with Dr. J Osaigbovo and Dr. Aitukhehi
and School Organization and Administration in Nigeria in collaboration with
Dr. Mrs. M. Abikwi, Dr. J. Okafor, Dr. J. Osaigbovo and Mrs. Sandra Joshua-
47
Omoregie.
This academic is a National Presbyter with Church of God Mission
International Inc. She has opened 6 churches for the mission:
1. Church of God Mission Army Barracks, Ekenwan Road with CWFI.
2. Church of God Mission Evbotubu now District Head Quarter with
CWFI.
3. Church of God Mission Ikweniro near Agbor-Park with her
deliverance team.
4. Church of God Mission Okhokhugbo Branch with her Husband.
5. Church of God Mission Grace Arena, Ekenwan Bishopric with her
branch at Owina.
6. Church of God Mission Ewo-Orhobo after Akwakwara after Army
Barrack before Gele-Gele (October 26th 2019) with her new Province
Oko Central.
She has written 30 Christian literatures. She was married to a dynamic Bini
Reverend Gentle-man until death did them part after 33 years of marriage. She
is a happy mother of six biological children, 8 bubbling grand-children and
many other spiritual children.
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